Lesson 5: Vocal and body sounds: Seaside soundscape

Using percussion instruments to create a dramatic version of a seaside soundscape and introducing notation

Before the lesson

Download classroom resources

Learning objective

  • To write music down and perform from a graphic score

National curriculum

‘Pupils should be taught to:

  •  play tuned and untuned instruments musically
  •  use their voices expressively and creatively by singing songs and speaking chants and
  •  experiment with, create, select and combine sounds using the inter-related dimensions
    of music’

See National curriculum - Music key stages 1 to 2

Success criteria

Cross-curricular links

Attention grabber

Main event


Pupils needing extra support
Provide them with the Activity: Sequencing symbols to represent the sounds explored last lesson, e.g. waves, sunshine, seagulls, rain, wind, which they can then use to represent their sequence of sounds.

Provide these children with the most versatile instruments so that they can use them to make more than one sound.


Pupils working at greater depth
Should be asked to perform both a vocal sound and an instrumental sound at the same time, and record this on their score.

Challenge them to add tempo to their score, such as an ‘F’ for fast and ‘S’ for slow under each of their symbols.

Wrapping up

Assessing pupils' progress and understanding

Created by:
Elizabeth Stafford,  
Music specialist
After a brief spell as an opera singer, Liz embarked on a 20-year career in music education, teaching at early years, primary and secondary. After Liz had her daughter, she started her own business Music Education Solutions® Limited, helping teachers…
Find out more